CHILDREN'S QUESTIONING. 801 



mica was silicate of potash, and he asked, "Why is mica silicate 

 of potash ? Because they put ashes in a pot ?" 



These questions have been recorded to represent an innumer- 

 able number unrecorded, and to show the wide range of thought 

 and the variety of reasonings that a child under six years of age 

 may have. They show his natural method of acquiring knowl- 

 edge, but they can only suggest the ceaseless activity of his mind 

 during all his waking hours. 



His habit, to a greater or less degree, is the habit of all chil- 

 dren. Very early, even before they begin to talk, they manifest 

 a desire to know the causes of things ; and they continue to show 

 natural curiosity until they go to school, which they seem to 

 recognize as a place where curiosity is very much out of place, 

 since so little opportunity is given for its exercise. In that case 

 curiosity is apt to be replaced by laziness and apparent dullness. 



Out of school they are, with rare exceptions, very thoughtful 

 and exceedingly busy about something. They question much for 

 the satisfaction which they experience in finding reasons or ex- 

 planations of various acts. Each questions from his own point of 

 view, and thereby increases his understanding and develops his 

 own mind. These voluntary questions engage his whole atten- 

 tion ; they are for the time of the highest interest to him, and, on 

 that account, of the greatest importance to his proper mental de- 

 velopment. As he leaps about for the mere pleasure of physical 

 movement, his thoughts also dart about among scenes past and 

 present, and imagination carries him on to the future and back 

 again like a flash. What pleasure he takes in these mental and 

 physical movements when he is at full liberty to do as he pleases ! 

 He is happy because he is fulfilling the laws of his being, devel- 

 oping his mind and body by his own self-activities. He can not 

 help questioning any more than he can help jumping or thinking. 

 In a proper home there is only moderate restriction on any of 

 these means of development, and accordingly he develops there 

 very fast. In the fields and woods also there are no restrictions 

 on natural development. Running in the fields, climbing trees, 

 and playing games of all sorts are powerful developing processes. 

 Queries are rapidly formed and as rapidly answered, probabilities 

 are balanced, decisions are made, and bodily movements follow in 

 exact conformity to the judgment and will. 



The moment children step into the ordinary schoolroom oppor- 

 tunities for questioning and spontaneous judging and willing are 

 cut off. They are now going to be trained and developed by a 

 logical, systematic, step-by-step method, frequently called nor- 

 mal. All physical movements with any vigor in them must be 

 regulated by a minutely detailed system of gymnastics, which 

 frequently comes to be so dominant that all natural play at recess 



VOL. XLIX. 62 



